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Abstract

TEACHER CODE SWITCHING IN EFL CLASSROOM: FROM A CONVERSATIONAL ANALYSIS PERSPECTIVEThis study aimed to discover the potential effects of two types of teacher code switching- teacher initiated and teacher induced- on the pedagogical focus of the teachers. The data was gathered at Giresun University School of Foreign Languages. Participants are all elementary level students and 4 classroom hours were recorded and transcribed referencing the Jefferson’s transcribed system. 6 extracts, three of which are related to teacher induced code switching and the rest are representatives of teacher-initiated code switching, have been analyzed in detail to represent the research topic by employing the methods of conversation analysis (henceforth CA). Considering the data, it can be said that the teacher usually induces code switching when the pedagogical focus in on the vocabulary teaching. On the other hand, when the pedagogical focus shifts from meaning to form, the teacher usually initiates the code switching to explain the possible meanings and the accurate use of the form in the context. She switches from English to Turkish and occasionally from Turkish to English to explain the grammar pattern “can “for translating and checking the comprehension.